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IMANUAL TRAINING REPRINTS 



SERIES A 



NUMBER 4 



INEXPENSIVE BASKETRY 



BY 



WILLIAM S. MARTEN 




THE MANUAL ARTS PRESS 

PEORIA, ILLINOIS 



Monogrtpb 



MANUAL TRAINING REPRINTS 

Edited by Charles A. Bennett, 
Professor of Manual Arts, Bradley Polytechnic Institute, Peoria, Illinois 



Series A ,.. 

Number 4 



INEXPENSIVE BASKETRY 



William S. Marten 

Department of Manual Arts, San Jose, California, High School 




THE MANUAL ARTS PRESS 

PEORIA, ILLINOIS 



^ 






copyright, 

William S. Marten, 

1912. 



)CI.A3 5.1358 



CONTENTS 

I. Introduction 9 

1. Educational Values 10 

Use of local materials has permanent educational values. 

Art and motor training values go hand in hand. 
The economic value is in the varied and practical uses for which 
the baskets are made. 

2. Practical Advantages 11 

The interest of all, the ease and convenience of handling, the 

variety of materials easily procured and adaptable to many 
grades, make it an especially desirable form of work. 

3. Equipment 12 

The tools can easily be made by the pupils. 

4. Materials 13 

The great variety of adaptable vegetable fibers, allow for a wide 

range in the choice of material for the coil. 
The material for the thread must be especially adaptable to the 

basket. 
The school and local conditions will determine the gathering of 

the materials. 
The green material must immediately be cured. 
The use of cane is sometimes necessary, the price of which varies 

greatly. 
Varnish gives a desirable finish. 
The use of raffia is sometimes advantageous. 

II. Processes of Coiled Basket Construction 17 

The necessarj' steps in the processes of construction. 

Preparation for the starting. 

Making the tie. 

Taking the second stitch. 

Taking the third and succeeding stitches to complete the first circle. 

Adding new strands. 

Making the regular stitches. 

Keeping uniform the space between the stitches as the circles get 

larger. 
Tying on a new strand of thread. 
Making the turn. 
Building up the sides. 
Putting in handles. 
Finishing off the top. 
Polishing. 

5 



III. Outline for the Coiled Basket Work 36 

1. Problems for grades. 

2. Sizes of problems. 

3. Sizes of details and materials. 

IV. References — Educational Values of Manual Training 38 

V. Bibliograph}^, Basketry 41 



FOREWORD. 

MOST of the existing treatises on basketry either assume on the 
part of the reader some knowledge of the processes involved 
or, by covering a field unnecessarily wide, cumber the in- 
dividual teacher with material for which he has no practical use. The 
author of this little book is to be especially commended for limiting 
himself to a few of the elementary problems that confront every teacher 
who attempts to deal with basketry in the classroom, and for the skill 
with which he selects and presents the subject matter. 

When this material first appeared as a series of articles in the 
Manual Training Magazine it attracted immediate attention. The 
continued interest and repeated inquiries more than justify its revision 
and publication in this more convenient form. 

From a technical point of view the series of photographs constitutes 
a rather unusual achievement in the attempt to illustrate a sequence 
of manipulative operations. As has been remarked of them, they are 
"illustrations which really illustrate". 

For those who wish to take up the subject for further study, a 
bibliography is added which is believed to be one of the best in form 
available for general distribution. — William T. Bawden. 

New York City, 
January 17, 1913. 



INEXPENSIVE BASKETRY. 
I. INTRODUCTION. 

THE basketry herein described is a result of several years' 
experience with such work in the South — in the third to the 
sixth years of the city schools of Durham, North Carolina. It 
has been successfully carried on at slight expense, and has proved itself 
to be constructive work of real usefulness. In the illustrations will be 
seen a number of different kinds of baskets, all of which have been found 
entirely feasible for elementary school work. Educators have become 
interested in the results of this work, so that teachers from other schools 
have come to learn the processes in order that they might introduce it 
in their own communities. In this way the work has lately been 
extended to a number of school systems thruout the state. It is 
earnestly hoped that this description with the aid of the illustrations 
will enable teachers to get this work successfully started in schools 
where such work is especially adaptable. The appended outline is 
suggestive of a working plan for the several grades. 

Special acknowledgement is due Principal William P. Dawkins of 
the West End School of Durham who so kindly assisted and who made 
it possible to put the basketry work in its present form in Durham. 
Thanks and credit are due many others for criticisms and suggestions, 
especially Charles Marten, director of Industrial Arts, Jewish Orphan 
Asylum, Cleveland, Ohio, and Professor P. E. Davidson of the edu- 
cational department of Stanford University, California. 

ESSENTIAL VALUES THE MAIN CONSIDERATION. 

It is a decided advantage for any form of handwork to be inex- 
pensive, but to have a place in the school curriculum it must be hand- 
work with values that are essential to both the individual and the com- 
munity. All school handwork must be that in which children can be 
interested, and it must be closely related to life outside the school. The 
special form of constructive work herein described has been tested in the 
schools. The result shows that children become intensely interested in 
it, and that it can be vitally connected with their home and community 
life. From an educational standpoint, any form of handwork besides 
being easily adaptable to school use, should have values that involve a 



10 INEXPENSIVE BASKETRY 

consideration of three factors : first, the correlative value of the materials 
used ; second, the development value of the motor training involved ; and 
third, the economic value of the articles made. 

EDUCATIONAL VALUES. 

The use of local materials provides for a definite correlation with 
the other school subjects. A study of the courses of basketry in the 
schools thruout the country, when considered with the surroundings of 
these schools, will reveal that one particular advantage of this con- 
structive work is almost entirely lost sight of. In most cases the 
materials are obtained from New York or elsewhere, while the valuable 
materials growing in the immediate vicinity of the school are neglected. 
In almost every locality, materials for basketry can be obtained near the 
school. In the Southland, especially in the localities of rich vegetable 
growth, the many tough grasses, pine needles, and like materials from 
marsh, field, and wood around the school house and the children's 
homes, can readily be gathered by the pupils themselves. If the materials 
in this way are obtained at first hand, rather than gotten from afar, a 
permanent association of interest is established. The child is easily given 
a broad knowledge concerning such materials. Their use as a primitive 
necessity, the nature of the materials relative to their use, the growth of 
the plant life — a study of all such factors give natural correlations with 
other school subjects and begin with things about which the children 
have some knowledge. When these relations are made the children 
understand more clearly the means necessary to secure the desired results. 
This will help the elementary school teacher to vitalize her work. 

Second : The values in and consequent need of motor training es- 
pecially in the elementary school are now fully established. Basketry 
as a form of motor training in the elementary school is valuable not 
only because the essential processes are simple, but because they require 
a very definite training of the judgment in the use of the eye and the 
hand. From the simple basic processes, they can be made more complex 
as desired. The development obtained involves the following factors: 
(1), the deciding upon suitable materials for the work in hand; (2), 
the getting of even spaces; (3), the sensing of a strong outline; (4), 
the judging of fine proportions; (5), the obtaining of beautiful color 
harmonies, such as those formed by the combination of the soft greens 
of the rush, or the rich grays and brown of the pine needles, with the 



INTRODUCTION 11 

subdued yellow of the palmetto or cane, and (6), the splendid examples 
of line rhythm as the stitches move around and outward from the center, 
and mount around and upward to the top. These are art principles in 
applied design of a very practical type. A well made basket, evenly 
stitched, of good proportion and outline is evidence of the artistic merit 
of this work. In the classroom a few poorly made baskets and a number 
of well built baskets of good outline and proportion as examples of what 
to avoid and what to strive for, with suggestions of caution against 
the one, and encouragement to strive for the beautiful in the other, will 
furnish an incentive for the pupils to strive for the highest type of 
workmanship. 

Third: The economic value is in the varied and practical uses for 
which the baskets are made. If the basket made has a definite use in 
which the children are interested they can be made to feel that they are 
putting their own selves into the work. Basketry of this kind includes 
the making of table mats, serving trays, laundry hampers, door mats, 
fruit trays, baskets for fruit, for church collections, for waste paper and 
trash, for carrying lunch, for trinkets and jewelry and almost any re- 
ceptacle for holding or carrying purposes. Such baskets when thought- 
fully chosen serve a very practical use in the community or in the homes 
of the children. When the children are taught to make profitable use of 
the raw materials that lie immediately at hand, they are realizing how to 
master their own environment. And when this is the making of a 
commercially valuable article with material that is previously considered 
of no value, there is involved an important economic aspect. If the 
school is to prepare the children for doing their share in meeting the 
social needs of the community, it is of importance that the children be 
made to realize this economic aspect. Work, chosen with such an aim, 
provides a definite purpose in the minds of the children toward which 
their activities are directed. Therefore such activities cannot be aimless. 

PRACTICAL ADVANTAGES. 

The interest of all, the ease and convenience of handling, the variety 
of materials easily procured and adaptable to many grades, make basketry 
an especially desirable form of work. From experience with this work 
in the school room : ( 1 ) , it has been found to afford equal interest for 
boys and girls; (2), it is clean, and practically dry, (water being needed 
only when starting the baskets), (3), it is light and easily handled by 



12 INEXPENSIl'E BASKETRY 

the younger children; (4), when carefully constructed the baskets are 
very durable; (5), the native materials furnish a very prolific source 
of supply so that to the average community the economic advantage of 
this work is a strongly appealing factor. In some communities, es- 
pecially the rural ones, this work can be carried on with no expense 
whatever. In other communities the expense for equipment and main- 
tenance is very slight. Even in many of the larger cities materials can 
be obtained very reasonably. After the material is located in the out- 
skirts of the city the only cost should be that of transportation; (6), 
since the cured raw material can be piled up and the baskets in the 
process of construction can be telescoped, but little space is required for 
storage purposes; (7), the variety of materials obtainable and the 
various uses to which the baskets may be put, afford a great variety of 
processes adaptable for the different grades; (8), the teacher with a 
minimum of experience in such work can carry it on with satisfactory 
results. 

Various materials and types of baskets afford a variety of processes. 
Numerous processes, more or less explicit, are described in the various 
books on basketry, many of which contain excellent suggestions for 
various types of baskets.' The discussion that follows will have in mind 
the various tj'pes of baskets, but in order to be definitely clear, the 
present discussion on processes will deal only with the type of the con- 
tinuous coiled basket. 

EQUIPMENT. 

The tools needed are few and very inexpensive. The only tools 
that are absolutely necessary are scissors or knife, and the needle, for 
large coiled work. The needle can be any sharp pointed instrument suit- 
able for making an opening in the coil. They can easily be made by the 
pupils themselves, or enough for the whole class can be made by a few 
of the boj^s. A small piece of bone (horse bone is beautiful and of a fine 
texture), about four inches long, or the handle of a tooth brush, with 
one end filed to a point, is most satisfactory and lasting. A piece of 
wood (hard wood is preferable), does the work very well. The point 
must not be sharp enough to cut. This sharpened point pushed into the 

iTinsley: "Practical and Artistic Basketry;" White: "Baskets and How 
to Make Them;" James: "Indian. Basketry ;" Turner: "The Basket Maker." 



INTRODUCTION 13 

coil where the stitch is to be, makes an opening thru which the material 
used for the thread is drawn. For the small coiled work, where the 
material used for the thread is pliable, such as raffia, silkatine, or a fine 
tough grass, a needle with an eye is required. These needles should be 
fairly large so as not to be easily lost. Those ordinarily used for darn- 
ing, or "No. 19 Tapestry" needles as used for raffia work, are very 
desirable. 

MATERIALS. 

The great variety of adaptable vegetable fibers allows for a wide 
range in the choice of materials. The supplies used are mainly de- 
termined by the available vegetation. A little experimenting with the 
necessary processes in handling these available materials will be pro- 
ductive of excellent results. The great bulk of the continuous coiled 
basket is made up almost entirely of the coil itself. This can be made 
up of a great variety of materials, such as the tough rushes and grasses 
from the marshes and meadows, the long and short needles from the 
pine trees, the stalks of the oats, rye, and wheat, and even the husk and 
leaves of the corn, the leaves of the cat-tail, the flags, and the palmetto 
when split up into fine strips. There are very many materials that can 
be satisfactorily used. Toughness and length are the most desirable 
qualities. Select the toughest and longest vegetable fibers that can 
readily be obtained in large quantities. Avoid, however, the rough edge 
grasses as they cut the hands. If rushes and grasses are not available, 
the stalk of the grains — such as the wheat, oats, rye or the hay, can be 
satisfactorily used. Some one of these, or the parts of the corn, the 
cat-tails, and the flags, are available in almost any locality. 

The material for the thread must be especially adaptable to the 
basket. For sewing up the coils, a long, narrow, strong, and pliable 
substance is necessary. This we will call the thread. For this purpose 
the tough flat grasses are most desirable, and often the skin bark 
stripped from the palmetto, or the long leaves of the cat-tail are suitable. 
When a suitable material for the thread cannot be obtained from the 
neighborhood, the commercial cane is best used. For the various kinds 
of baskets many other kinds of vegetable growth can be used ; the stems 
of the maiden hair fern for a rich dark brown thread, the bark and the 
slender branches of trees such as the cedar, and the red and yellow 
willow, the splints made from the oak and the ash, and the bark and 
stems of many vines such as the honey suckle. 



14 INEXPENSIVE BASKETRY 

The native materials gathered at any time during the year can be 
used very satisfactorily. However, they are at their best about the time 
they reach full maturity in the summer. Some are best before maturity 
and others when the seed is ripe. Study and experience with the 
available materials are helpful in obtaining the best results. When 
gathered at maturity the most of these materials are tough and do not 
become brittle even when thoroly dried out. On account of this pli- 
ability it is hardly necessary to dampen when starting a basket, as is 
necessary with that gathered at other times. The rush gathered at other 
seasons, as in the springtime, can be used satisfactorily ; but it has not the 
length or toughness of the more mature growth. The children can 
readily bring in the materials used in their own baskets, or occasional 
parties can be made up to go out after school hours or on Saturdays. 
Where it is not feasible to gather the year's supply when the growth is 
mature, and where there is freezing weather or continued wet spells, 
enough material should be gathered to last over these seasons. The use 
of wagons for hauling the material, after it is cut will greatly facilitate 
this work. Where large baskets are made in any numbers, a great 
quantity of the material will be required. A class will often use several 
two-horse wagon loads during the winter and early spring. 

It is necessary that the green material be cured, that is dried out, 
soon after being gathered, else its color will become dark and lifeless, 
and it will be liable to mold. If made into a basket when green, besides 
being apt to mold, the necessary shrinking will result in a very loosely 
built basket when it does dry out. The material can be quickly cured 
in a few hours if put over warm radiators or in ovens, but after such 
treatment, altho suitable for building up the sides of a basket, it is rather 
brittle for starting one. The drying out should be slow. If the storage 
space will permit, the best plan is to spread the freshly gathered 
materials on the floor or on racks in a fairly warm room; or if con- 
venient set it out in the sun for a few days. If light is kept from the 
green materials while being cured a grayish color will result. If the 
pine needles are put in strong sunlight they will become a rich brown 
color, but if all light is excluded an ashen gray will be the result. The 
leaves of the palmetto and cat-tail should be gathered before maturity, 
and split into the required widths before being allowed to dry. The 
skin bark from the stems of the palmetto should likewise be peeled off 
before the stem becomes dry. If the buds of the palmetto are separated 



INTRODLCTlOiX 15 

and allowed to dry and bleach in the sun, they can be split with a pin 
into any desired width.' 

If no native material for the thread is available it will be necessary 
to resort to the use of raffia or cane. The cane is imported in bale lots 
of 100 bundles, each bundle containing 1,000 feet. In the quality of 
the cane, there are four grades, from the best down as follows: All 
Long Selected, Extra No. 1, No. 1, and No. 2. For ordinary purposes 
the No. 1 is very satisfactory. The size or width runs as follows: 
carriage, superfine, fine fine, fine, narrow medium, medium, common, 
and binding. For the small baskets the "superfine" is desirable, while 
for the very large work such as the clothes hamper, or laundry basket, 
the "common" or "binding" is required. If the cane can be bought in 
bale lots from the importers in New York City, San Francisco, or other 
large cities, a great saving can be effected over the retail prices. For 
instance the "medium narrow," as used in the waste baskets and work 
baskets, from the importers costs about $40.00 per bale or at the rate of 
40 cents per bundle. This from the retailers costs from 60 to 80 cents 
per bundle. The prices for the same quality of cane from the various 
retail houses vary greatly. Some importers will furnish a bale made up 
of assorted sizes as desired at their regular bale prices. The prices at 
wholesale range from about $25.00 for the narrow-est to about $50.00 
for the widest size. 

Varnish, the last item of maintenance, altho not a positive necessity 
adds greatly to the appearance and wearing qualities of the basket. It 
protects it from being soiled, keeps it from molding and preserves and 
enriches the natural color of the materials. 

When raffia, instead of native grasses, is used for the sewing material, 
the coil, then called the foundation material, is usually completely 
covered by the raffia. This form is very common in school work when 
round reed or a heavy cord is used for the coil. For this work there 
are a variety of stitches in common use such as "Navajo," "Mariposa," 
"Lazy Squaw," etc. Since these are described in a number of books on 
basketry, a description of the processes need not be repeated here.' The 
opportunity for design with the use of colored raffia is one of the 
advantages of this work. The vegetable dyes made from berries, barks, 

^Tinsley: "Practical and Artistic Basketry." 

^Worst's "Constructive Work." Tinsley's "Practical and Artistic Basketry." 
Knapp's "Raffia and Reed Weaving." James' "Indian Basket Making." White's 
"How to Make Baskets." . 



16 INEXPENSIVE BASKETRY 

leaves, roots, etc., produce most beautiful and harmonious colors. The 
aniline dyes, such as the "Diamond" dye, are obtained with less trouble, 
but great care must be taken to secure pleasing harmonies of colors. 
Excellent suggestions for dyeing with vegetable dyes can be obtained in 
some of the books on basketry.* Raflfia comes in several qualities, the 
price of which varies but little. It is imported in bales of about 220 lbs. 
made up of hanks from two to five pounds each. The natural color 
raflfia if obtained from the importers costs about 8 cents per pound, but 
is 15 to 25 cents when purchased at retail. The cost of the colored 
raflfia is much greater than the natural raflfia. From the importers in 
lots of 100 pounds, 10 pounds to a color, it can be obtained at about 
25 cents per pound, at retail this will cost from 40 cents to $1.00 per 
pound, 

* Worst's "Constructive Work." White's "How to Make Baskets." James*^ 
"Indian Basket Making." 



11. PROCESSES OF COILED BASKET CONSTRUCTION. 

WITH a ^reat variety of materials at hand many baskets in- 
\'olvin,L:; different processes can be attempted, such as work 
with braided rush and grasses, the woven work with cat-tail, 
splints or other flat materials, and the work with the weavers and 
spokes. However, in order to give very definite directions here, the 
processes that immediately follow will deal only with the continuous 
coil baskets. In all of these coil baskets with the use of the various 
materials the processes are essentially the same. With the exception 
of the starting the processes are very simple. Briefly they may be 
divided as follows: first, the starting (the forming of the first 
circle of the bottom) ; second, the adding of new strands (to keep 
the coil uniform in size) ; third, the regular stitching (which in- 
cludes the keeping of a uniform space between the stitches) ; fourth, 
the adding of a new strand of thread (which requires the tying of a 
flat knot) ; fifth, making the turn and building up the sides (according 
to the required design) ; sixth, putting in the handles (when necessary) ; 
seventh, finishing off the top (the ending up of the last coil) ; eighth, 
polishing (the rubbing in of the varnish). 

The best problem to begin the teaching of this form of basketry is 
the flat table mat stitched with silkatine or a fine cord. This is because 
the flat tying necessary in entering a new strand of the thread material, 
and the turning up of the side can be eliminated. The attention can 
then be directed simply to the starting, and the keeping of the size of 
the coil and spaces between the coils uniform. The use to which the 
basket is put will of course determine the size and shape, and the size 
will determine to some extent the materials to be used as well as the 
size of the coil and the space between the stitches. This regulation 
of the size of the coil, the spacings, and the stitches requires a very 
definite training of judgment. 

PREPARATION FOR THE STARTING. 

In Starting a class in this form of basketry clear and positive dicta- 
tion for the first step is necessary. It is a decided advantage to have 
this first step mastered by every one in the class. If the material for 

17 



18 



INEXPENSIFE BASKETRY 




FIG. 1. STARTING THE COIL. NEEDLE AND MATERIAL FOR THREAD IN RIGHT HAND. 




FIG. 2. STARTING THE COIL. END OF THREAD MATERIAL INSERTED BETWEEN 

STRANDS OF COIL. 



PROCESSES 



19 




FIG. 3. STARTING THE COIL. THREAD MATERIAL WRAPPED AROUND THE COIL. 




FIG. 4. STARTING THE COIL. POINT OF NEEDLE THRUST THRU THE COIL TO MAKE 
AN OPENING FOR THE THREAD. 



20 



lA'EXPENSIlE BASKE TR Y 




FIG. 5. STARTING THE COIL. SHARPENED END OF THREAD INSERTED IN OPENING 

MADE BY NEEDLE. 




FIG. 6. STARTING THE COIL — ^THE TIE 



PROCESSES 21 

the coil is not pliable the strands used to begin the basket must be 
dampened. If they are stiff and brittle it will be impossible to bend 
them into a good shape. The number of strands to make up the coil 
is determined by the size of the basket. A small basket such as the 
lunch basket, collar box, or table tra\- will of course require few strands 
of the material (perhaps a quarter of an inch in diameter), while the 
large clothes hamper will require a large coil (perhaps three-quarters 
or one inch in diameter). I'o start with, and until the first circle is 
completed, the coil should be less than full size (about two-thirds), 
else the center will be somewhat hard to round up into good shape. 

Hold these strands, suitable for starting, in the left hand with the 
long free ends pointed away from the worker, as shown in the illus- 
trations. Hold the needle and the material for the thread with one 
end sharpened in the right hand, as in Fig. 1 ; now slip the end of the 
thread, that has not been sharpened, in between the strands of the coil, 
as in Fig. 2. Then wrap the thread two or three strands around the 
coil, as in Fig. 3. Three strands around should be used in the large 
baskets as it makes the coil very much firmer and less liable to come 
loose when making the first stitches. To make the tie, which is really 
the first stitch, make an opening for the thread by forcing the point of 
the needle in thru the middle of the coil. Let the point of the needle 
protrude from the side of the coil past the loop of thread, as in Fig. 4. 
In doing this the thread must be kept taut, else it will come apart 
easily and have to be re-arranged. Put the sharpened point of the 
thread thru this opening, as in Fig. 5, and pull it up tight, as in Fig. 
6. The tie (the first stitch), is now completed. Occasionally a be- 
ginner \\ill take this stitch from the wrong direction, backward, as in 
Fig. 7, which makes it impossible to proceed further until this mistake 
is corrected. 

THE STITCHES TO COMPLETE THE FIRST CIRCLE. 

The second stitch is made almost like the Hrst. Force the point 
of the needle inside the loop of thread at the side of the coil, as in 
Fig. 8. Put the thread thru this opening and pull it up tight, as in 
Fig. 9. Notice that the thread is looped around the coil a little distance 
from the first tie. In pulling it taut a slight curve of the coil is pro- 
duced. A mistake frequently made is to loop the thread around the 
coil at a distance too far from the first tie, as in Fig. 10. 

The third stitch is made in the same way as th? second one. The 
thread is entered alongside the previous stitch, but in pulling rh? thread 



22 



INEXPENSIVE BASKETRY 




FIG. 8. INSERTING THE NEEDLE. 



FIG. 9. MAKING THE TIE. 




FIG. 10. THE SECOND LOOP OF THE THREAD TOO FAR FROM THE FIRST MAKING 
THE COIL CURVE TOO ABRUPTLY. 



PROCESSES 



23 




FIG. 11. SHOWING POSITION OF THIRD LOOP IN RELATION TO ONE AND TWO. 




FIG. 12. THE FOURTH LOOP AND THE 
END OF THE COIL TURNED UP. 



FIG. 14. NEEDLE IN POSITION TO TAKE 
LAST STITCH FROM THE CENTER. 



24 



INEXPENSIVE BASKETRY 



up tight it is held with the forefinger, so that it loops itself around 
the coil a little farther from the second stitch, as in Fig. 11. Bj' 
pulling and keeping the thread taut the tendency will be to curve the 
coil around preparatory for the first circle. This curving should be 




FIG. 13. THE COIL AFTER THE FOURTH STITCH. 



helped along somewhat by bending with the fingers. The next stitch 
is entered alongside of the previous one (this is important) and looped 
a little farther around on the coil, as can.be seen in Fig. 12. The 
pulling of the thread taut will now tend to bring the short ends of the 
coil up at right angles with what is to be the bottom surface of the 
basket. The gradual turning up of these ends can be noticed in Figs. 
11 to 15. These ends, the projecting part of which are later cut off 
even with the bottom surface of the basket, form the very center of 
the basket as shown in the illustrations. By repeating this stitch six 
or eight times, always entering each stitch alongside of the previous 
stitch and always looping each successive stitch a little farther arovmd 
on the coil from the starting point, the first circle of the basket will 
be complete. Fig. 13 shows the progress made after the fourth stitch 
is taken, and Fig. 14 shows the needle in position ready to take the last 
stitch from the center. Our first step is now completed. 



PROCESSES 25 



MAKING THE REGULAR STITCHES. 



As soon as the first circle is completed it is well to add a few 
strands to the coil. By continually adding a few strands as the work 
progresses, the coil should be gradually built up until the desired size 
is attained, and then continued by adding just enough strands to keep 
it of an even size. 

After completing the first circle the stitches of the second circle will 
cross to, or be caught upon the adjoining stitches already made in the 
first circle. Fig. 15 shows the needle in position for the first stitch 
after leaving the center, and Fig. 16 shows this first stitch pulled up 
tight. Notice here and in other illustrations how the thread strand 
crosses the adjoining stitch on the inner circle. This crossing (or 
catching) avoids any danger of getting loose or slipping. Notice also 
that the thread is passed not on the outside of the coil but thru the 
middle of it. This kind of stitch, continued until the basket is com- 
pleted, is simply made by forcing the point of the needle about midway 
between the part of the coil adjoining and thru the stitch crossing it, 
as shown in Figs. 15 and 16. When the second or third stitch of the 
second circle is made the projecting ends can be trimmed off even with 
the bottom surface of the basket, as in Fig. 17. 

UNIFORM SPACING OF STITCHES. 

The space between the stitches will be governed by the size of the 
basket. Toward the center the stitches will necessarily be close to- 
gether; but as they radiate from the center, the circle becoming larger, 
the stitches will get farther apart. Whenever the spaces between the 
stitches grow wider than they should be, the number of stitches must 
be increased. If the number of stitches is doubled in the making of one 
circle around, that is, if an etxra stitch is taken at every regular space 
between stitches on the inner circle they will be somewhat too close 
together. An extra stitch taken at every other (alternate) space, for 
two complete circles only, will double the number of stitches, and at the 
same time make the spaces more evenly divided. Fig. 18 shows the 
stitches in the process of being increased. Another half circle around 
will complete the doubling up process. Since these extra stitches are 
not caught upon stitches of the inner adjoining circle, the spaces are 
likely to become uneven. If this happens they must be arranged evenly 
with the fingers. This process of doubling the number of stitches will 
have to be repeated a number of times before the bottom is completed. 



26 



INEXPENSIVE BASKETRY 




FIG. IS. NEEDLE IN POSITION FOR FIRST STITCH AFTER LEAVING THE CENTER. 




FIG. 16. THE STITCH PULLED UP TIGHT. 



PROCESSES 



27 




FIG. 17. PROJECTING ENDS AT CENTER TRIMMED OFF EVEN WITH BOTTOM SURFACE 

OF BASKET. 




FIG. 18. METHOD OF INSERTING EXTRA STITCHES. 



28 



INEXPENSIVE BASKETRY 




FIG. 19. BOTTOM OF BASKET COMPLETED, SHOWING SPACING OF STITCHES. 




FIG. 20. THE FLAT-LOOP KNOT. 



PROCESSES 29 

as shown in Fig. 19. Special care must be taken that the spaces between 
the stitches are very regular and of right width, just before turning up 
the sides of the basket ; for it is this spacing that must continue all the 
way up the sides of the basket. See Figs. 23 and 24. The thread must 
be kept drawn taut always if a solid firm basket is to be obtained. If 
the coils are held in correct position with reference to each other the 
bottom of the basket can be made perfectly flat. 

TYING ON A NEW STRAND OF THREAD. 

When entering a new piece of thread a loop knot perfectly flat is 
desired, as in Fig. 20. This knot is very simply made. The first step 
of this knot is shown in Fig. 21. The new strand of thread is shown 
black for the sake of clearness. Slip one end of the new thread thru the 
middle of the coil next to the last stitch taken. This must cross the 
stitch of the inner circle as shown in Fig. 21. The short end of this 
new thread is then slipped under the last stitch taken, on the outer 
circle as shown. Notice that this free end is pointed away from the free 
ends of the coil. This end is not pulled up tight but a loop is left 
formed between the inner and outer circles of the coil. The next step 
to complete the tie is shown in Fig. 22. First bend back and slip thru 
this loop the end of the new thread pointing inward. Then the end of 
the old thread which has been held on the outside of the circle, as seen 
in Fig. 21, is brought back between the inner and outer circles and 
entered also thru this loop pointing outward. Fig. 22 shows this done 
and ready to be pulled up tight. This is done simply by pulling on the 
long end of the new thread. The result should be a perfectly flat knot 
as in Fig. 20. With a little care this can be pulled down between the 
coils so as to be hidden from view. 

MAKING THE TURN. 

The turning up of the basket is made by holding the coil in the 
desired position and fastening it there by pulling the thread up tight, as 
in Fig. 23. Any desired shape can be built up in this way. A perfectly 
square corner can be made if desired by simply fastening the coil directly 
on top or at right angles to the bottom of the basket. 



30 



INEXPENSIVE BASKETRY 




FIG. 21. FIRST STEP IN Ti'ING THE KNOT. 




FIG. 22. THE KNOT READY TO BE PULLED UP TIGHT. 



PROCESSES 



31 




FIG. 23. STARTING TO BUILD UP THE SIDE OF THE BASKET. 




FIG. 24. BUILDING UP THE SIDE OF THE BASKET. 



INEXPENSIl'E BASKE TR Y 



BUILDING UP THE SIDES. 



To secure a good, smooth, even shape to the sides, practice and care 
are necessarj^ If the outline is not shaping up in just the desired way, 
if it is turning in or out too quickly, it is necessary to tear down the 
few coils that are wrong and then correct to the desired shape. To 
try to correct it by forcing it into shape without rebuilding the coils 
that are wrong will result in a badly shaped basket. 




FIG. 25. COMPLETED BASKET. 



When handles are needed they must be spliced in where desired 
when the basket is being built up. They should stand any amount of 
hard pulling. If great care is not taken they will in time pull out. 
They must be so well spliced that only by tearing out the coils of the 
basket will it be possible to loosen them. For the large baskets a rope 
or heavy cord woven in with the rush running completely around the 
basket is sometimes desirable. 



PROCESSES 



33 




34 



INEXPENSIVE BASKETRY 




PROCESSES 



35 



When the basket is built up to the desired heii,^ht simply let the rush 
run out without entering any new strands, and the top will be finished 
level. It is well to reinforce the top with a double stitch. This is made 
by running an extra circle of stitches all the way around, backwards, 




FIG. 28. PART OF WORK OF ONE SCHOOL, THIRD TO SIXTH YF,AR. 



that is in the direction opposite to that in which the basket was stitched 
up. This double stitch can be seen clearly in Fig. 25. The last end of 
the thread is fastened by simply running the thread back in and out 
again several times close to where the last stitch was taken. This makes 
a very secure tie. 

The polishing is the rubbing in with a stiff brush of one or two coats 
of ordinary varnish. Altho this is not necessary it is very desirable 
because it increases the strength and serviceability as well as greatly 
enhances the appearance of the basket. 



III. OUTLINE. 
Coiled Basket Work. 

I. Problem for grades. 

Third Grade. 1. Table Mat. Fig. 26. 

2. Tray for carrying glasses. Fig. 26. 

Fourth Grade. 1. Work Basket. Fig. 26. 

2. Collar Basket or Box with lid. Fig. 26. 

3. Nut Holder. Fig. 26. (Supplementary.) 

4. Fruit Tray. Fig. 26. (Supplementary.) 

5. Serving Tray. Fig. 26. 
Fifth Grade. 1. Trash Basket. Figs. 26, 27. 

2. Collar Box. Fig. 26. 

3. Jardiniere. Fig. 26. (Supplementary.) 

4. Paper Basket for desk. Fig. 26. (Supple- 

mentary. ) 
Sixth Grade. 1. Laundry Hamper for soiled clothes. Fig. 25. 

2. Trinket or Jewelry Basket. Fig. 26. (Sup- 

plementary. ) 

3. Collar Box. Fig. 26. (Supplementary.) 

4. Lunch Basket. Fig. 25. (Supplementary.) 

5. Hanging Flower Basket. (Supplementarj'.) 

II. Sizes of Problems. 

1. Clothes Hamper or Laundry Basket. 18"x20''' diam., 

24''x26'' high— large coil. 

2. Work Basket. 9''xl0" diam., 3"x3^'' high— medium coil. 

3. Fruit Tray. 10"xl2" diam., W' high — medium coil. 

4. Trash or Waste-Paper Basket. lO^'xir^ diam., \2"^\V' 

high — medium coil. 

5. Serving Tray. 14''xl5" diam., \"^\\" high — medium coil. 

6. Desk Basket. 8"x9'' diam., 5''x6'' high— medium coil. 

7. Table Mat. 6"xl2'' diam.,— fine coil. 

8. Tray for carrying glasses. 6''x7'' diam., \"::^\" high — fine 

coil. 

9. Trinket or Jewelry Basket. 5''x6'' diam., 2^"x3'' high— fine 

coil. 

36 



OUTLINE 37 

10. Collar Box with lid. 6"x7'' diam., 3"x4" high— fine coil. 

11. Lunch Basket with lid. 7"x8" diam., 4"x5" high— fine coil. 

12. Collection Basket. 7''x8'' diam., 2"x21'' high— fine coil. 
III. Sizes of details and materials. 

1. Spacing. 

About 1" space between stitches with large coil. 
About y space between stitches with medium coil. 
About f or ^'' space between stitches with fine coil. 
The size of the coil will regulate the space between the stitches. 

2. Coils. 

Large coils about f " or f diameter. 
Medium coils about f " or V' diameter. 
Fine coils about Y' or t%'' diameter. 

3. Materials. 

Use binding cane or material of similar strength with large 

coils. 
Use medium narrow cane or material of similar strength with 

medium coil. 
Use superfine cane or silkatine with fine coils. 



IV. REFERENCES. 
Educational Values of Manual Training. 

Adler, Felix: Educational Value of Manual Training in Public Schools. New 

England Conference of Educational Workers, Melrose, Mass. J. O. Norris, 

Secretary. 
Bagley, Wm. C: Educational Values. MacMillan Co., N. Y., 1911, 267 p. $1.10. 

A discussion of the values of the several subjects of the curriculum. 
Baldwin, Wm. A.: Industrial-Social Education. Milton Bradley Co., Springfield. 

1903, 147 p. $1.50. 
Ballou, F. W. : Status of Manual Training in the United States. Manual 

Training Magazine, October, 1907, Vol. IX, pp. 10-23. 
Berry, T. W. : Pedagogy of Educational Handicraft. Blackie & Son, Ltd. 1909. 
Binns, Chas. S., and Rufus E. Marsden : Principles of Educational Woodwork. E. 

P. Button & Co., New York. 1909, 310 p. Discussion of motor training, 

interest and attention. 
Bolton, F. E. : Principles of Education. Scribners, N. Y. 1910. Ch. 21 on Motor 

Expression. 
Book, Wm. F. : The Psychology of Skill. University of Montana. Publications in 

Psychology, Vol. I, Dec. 190S. 188 p. 
Booth, E. R. : Philosophy of Manual Training. A'. E. A. Proceedings, 1895, pp. 

720-31. 
Brown, J. S. : The Function of Manual Training. School Journal, July 6, 1907. 

A discussion of the value of manual training to the child. 
Brown, G. P.: The Educational Value of Manual Training. Proceedings of 

Dep't. of Superintendence, N. E. A., 1899. And in U. S. Bureau of Education. 

Circular of Information, No. 2, 1899. 
Bryan, Wm. L. : The Development of Voluntary Motor Ability. Amer. Journal 

of Psychology, Vol. V., pp. 125-204. 
Burk, Frederick: From Fundamental to Accessory in the Development of the 

Nervous System and of Movements. Pedagogical Seminary, Vol. VI, pp. 

2-64. 
Chambers, W. G. : The Significance of Motor Activity in Primary Education. 

Jour, of Ped., Vol. XVIII, pp. 166-84. 
Chancellor, W. E. : A Theorj' on Motives, Ideals, and Values in Education. 

Houghton, Mifflin & Co., N. Y. 1907. 
Clark, Mrs. Ida H.: Elementary Manual Training in the Public Schools. Pro- 
ceedings Eastern Manual Training Ass'n., 1905. A discussion of social oc- 
cupation as a basis of the course of study. 
Crawshaw, F. D.: Manual Arts for Vocational Ends. Manual Arts Press, Peoria, 

111. 1912. 
Crawshaw, F. D.: Practical and Educational Manual Training in the Public 

Schools. Manual Training Magazine, Jan. 1906, Vol. 7, pp. 90-92. 
Curtis, Henry S.: Inhibition. Pedagogical Seminary, 1898-9. pp. 65-113. An 

extensive discussion on the activity and development of motor areas of the 

brain during childhood. 

38 



REFERENCES 39 

Davenport, Eugene: Education for Efficiency. $1.00. 

De Garmo: Interest and Education. MacMillan, N. Y., 1903. Ch. VII, on Motor 
Training, pp. 85-116. 

Dewey: The Ciiiid and the Curriculum. University of Chicago Press, 1902. 40 n. 

Dewey, John: School and Society. University of Chicago Press. 1900. $1.00. 

Dewey, John: Place of Manual Training is the Elementary School. Manual 
Training Magazine, July, 1901, Vol. 2, pp. 193-199. 

Dewey & Runyon : Elementary School Record. (Nine monographs.) University of 
Chicago Press. Paper $1.25, cloth $1.75. Out of print. 

Dexter, Ed. G.: The Survival of the Fittest in Motor Training. Ediic. Rev., Vol. 
XXIII, pp. 81-91. 

Donaldson: Growth of the Brain. Ch. XVIII. Scribners Sons. $1.50. 

Dopp, Katherine E. : The Place of Industries in the Elementary School. Univer- 
sity of Chicago Press. $1.00. 

Eby, Frederick: Value of Manual Training in Education. Education, Vol. XVIII, 
pp. 491-95. 1898. 

Farley, Allison A.: Swedish Sloyd. Manual Training Magazine, V'ol. 8, Apr, 
and July, 1907. A criticism of sloyd in the light of modern educational 
theory. 

Felmley, David: The Educational Value of Manual Training. Manual Training 
Magazine, October, 1910, Vol. 12, pp. 1-8. 

Hall, G. Stanley: Adolescence. Vol. 1. Ch. Ill, on Growth of Motor Power 
and Function. D. Appleton Co., N. Y. 2 Vol. $7.50. 

Hall, G. Stanley: Some Criticisms of Manual Training and Physics with Sug- 
gested Correlations, Manual Training Magazine, July, 1902, Vol. 3, pp. 189- 
200. 

Halleck, R. P.: Education of the Central Nervous System. MacMillan Co., N. Y. 
1897. Ch. XI, on Motor Training. 

Haney, J. P.: Art Instruction in the United States. $3.00. 

Haney, J. P.: Twenty-one Years of Manual Training. Manual Training Maga- 
zine, Vol. XII, Feb., 1911, pp. 218-36. 

Haney, J. P.: The Arts in Theory — a Statement of Ideals. Report of Eastern Art 
Teachers Ass'n., 1904-05, and Education, Nov., 1905. 

Haney, J. P.: The Relation of the Manual Arts to the Curriculum. Yearbook of 
Council of Super-visors of Manual Arts, 1902. 

Harris, W. T.: Intellectual Value of Toolwork. N. E. A. Proc. 1899, pp. 92-8. 

Harris, W. T. : The Psychology of Manual Training. Proceedings, Dept. of 
Superintendence, N. E. A., 1889, and U. S. Bureau of Education, 1889. Cir- 
cular of Information No. 2. 

Henderson, C. H.: Philosophy of Manual Training. Fop. Sci. Mon., 1898. Vol. 
53, pp. 145-59, 722-88, and Vol. 46, pp. 48-62, and 799-814. 

Henderson, C. H.: Spirit of Manual Training. Pop. Sci. Mon.. 1898, Vol. 35, pp. 
433-47. 

Judd, Chas. H.: A Typical Form of Motor Development. .lour, of Fed., Vol. S, 
pp. 295-304. 

Judd, Chas. H.: Sensory and Motor Training. Teachers Monographs, N. Y., 
Oct., 1901, Vol. 3, No. 4, pp. 104-09. 



40 INEXPENSIl'E BASKETRY 

Kent, E. B. : Constructive Interest of Children. Pub. by Teachers College, Colum- 
bia Uni., New York. 1907. 78 p. See also Yearbook of Council of Super-vis- 
ors of Manual Arts. 
Kenyon, W. J.: Reasons for Manual Training. Education, Vol. 25, pp. 65-80. 
Kenyon, W. J.: The Development of Manual Training. Reprint from the School 

Journal, Mar. 21, 28, and Apr. 4, 1903. 
Kirkpatrick, E. A.: The Individual in the Making. Houghton, Mifflin & Co., 

Boston. 1911. $1.25. 
Keopotkin, P.: Manual Training and Brain Work. Nineteenth Cent., 1890. Vol. 

27, pp. 456-75. 
Larsson, Gustav: Sloyd in America. Manual Training Teacher, Mar., 1907. A 

discussion of the aim and value of sloyd. 
Larsson, Gustav: Development of the Individuality of the Child through Sloyd. 

Proceedings, Eastern Manual Training Ass'n., 1902. 
McMurray, F. M. : How a Class can be Educated to the Value of Manual Train- 
ing. Proceedings, N. E. A., 1905. 
Munroe, Jas. P.: The Educational Bearings of Manual Training. Proceedings, 

Eastern Manual Training Ass'n., 1903. 
O'Shea, M. V.: Dynamic Factors in Education. MacMillan, N. Y. 1906. Ch. 

4-5 on Manual Activities. 
Payne, B. R. : Is Mind Training as now Taught, Educative? School Rev., May, 

1906. A strong protest against formality in manual training. 
Payne, B. R. : How Manual Training may be made Educative. School Rev., June, 

1906. 
Pearson, H. C. : Fundamental Principles of Manual Training in the Primary 

Grades. Proceedings, Eastern Manual Training Ass'n., 1905. 
Piggott, H. E. : Manual Training and Mental Development. Manual Training 

Teacher, Dec, 1906. 
Richards, A. W. : The Thought Side of Manual Training. Manual Training 

Magazine, Vol. 3, pp. 61-79, Jan. 1902. 
Richards, A. W. : From the Practical to the Intellectual in the Shop. Proceeding', 

N. E. A.. 1902. 
Richards, C. R. : The Function of Handwork in tlie School. Teachers College 

Record, Nov. 1900, pp. 1-11. 30c 
Richards, C. R. : Manual Training a Subject or a Method of Instruction. Ed. 

Rev., Vol. XXVII, pp. 369-74, 1904. 
Salomon, Otto: The Theory of Educational Sloyd. Silver Burdett Co., Boston. 

$1.25. 
Shinn, V. I.: Educational Aspects of the Manual Arts. Yearbook of Council oj 

Supervisors of Manual Arts. 1906, pp. 165-80. $3.00. 
Waterman, Richard: Function of Manual Training in Elementary Schools. N. E. 

A. 
Williams, S. Horace: Educative Value of Manual Training. Manual Training 

Magazine, Oct. and Nov., 1909, and Feb., 1910. 
Woodward, C. M. : Manual Training Education. New York. 1902. 307 p. 
Woodward, C. M.: Relation of Manual Training to Body and Mind. Proceedings 

Dept. of Superintendence, N. E. A., 1899, and U. S. Bureau of Edu., 1899, 

No. 2. 



V. BIBLIOGRAPHY. 

Basketry. 

Andes, Louis Edgar, Praktisclie Hatutbuch fur Korbflechter, 1887. (Hart- 
leben's Chemisch-technische Bibliotliek.) 

Austin, M. Basket-Maker. Atlan. 91:235-8, Feb., '03. 

Barber, Harriette E., Basketry. Educational Bi-Monthly, 3:304-10, April, '09- 

Barrett, Samuel Alfred, Porno Indian Basketry. Berkeley, The University 
Press, 1908. (University of California publications in American archeology and 
ethnology, Vol. 7, No. 3.) 

Basket Fraternity, The, T/ie Basket. (Journal of the Basket Fraternity, for 
lovers of Indian baskets and other good things; G. W. James, editor.) Pasa- 
dena, California; Vols. 1, 2; Jan., '03— Oct., '04. 

Beard, A. B., Hozv to Weave a Splint Basket. Jf'omen's Home Companion, 
31:30. 54. March, '04. 

May Baskets. Good Housekeeping, 48:586-9, May, '09. 

Boas, Franz, The Decorati've Arts of the Indians of the North Pacific Coast. 
Bulletin, American Museum of Natural History, Vol. IX, Part X, 1897. 

Brigham, L., Rugs and Baskets Which Cost Nothing. Ladies' Home Journal, 
27:31, Aug., '10. 

Brigham, William T., Mat and Basket Weaving of the Ancient Haivaiians 
Described and Compared ivith the Basketry of the Other Pacific Islanders. Hon- 
olulu, Bishop Museum Press, 1906; $3.00. 

Brown, C. S., Art of Indian Basketry. Catholic World, 68:52-59, Oct., '98. 

Buchanen, C. M., Indian Basket Work About Puget Sound. Overland, n. s., 
31:406-11, May, '98. 

Carpenter, Helen M., Ho^v Indian Baskets are Made. Cosmopolitan, 29:63^1- 
40, Oct., '00. 

Chamberlain, Arthur Henry and Ella V. Debbs, Jane Langley, H. D. Gay- 
lord, Basketry, Clay, and Paper If 'caving for the Elementary Grades. San Fran- 
cisco, Whitaker & Ray, 1905, $0.50. 

Chestnut, V. K., Plants Used by Indians of Mendoceno County, California, 
U. S. National Herbarium, 1902. 

Connor, J. T., Basket Weaver of San Fernando. Overland, n. s., 31:28-3:], 
Jan., '98. 

Dixon, Roland Burrage, Basketry Designs of the Indians of Northern Cali- 
fornia. Bulletin, American Museum of Natural History, Vol. XVII, Part I, pp. 
1-32, 1902. 

The Shasta. Bulletin, American Museum of Natural History, Vol. 

XVII, Part V, 1907. 

41 



42 INEXPENSIIE BASKETRY 



The Northern Maidii. Bulletin, American Museum of Natural 



History, Vol. XVII, Part III, 1905. 

Dorsey, George A., hidians of the Soiithivesi. Published by the A. T. & S. 
F. R. R., 1903. 

Emmons, G. T., Basketry of the Tlingit. Memories, American Museum li 
Natural History, Vol. Ill, Part II, 1908. 

EppendorflF, Liiia, Ilcndn-vork CoTistntctiofi. Brooklyn, N. V., 1908, $1.50, 

Farrand, Livingston, Basketry Designs of the Salish Indians. Memories, 
American Museum of Natural History, Vol. II, Part V, 1900. 

Firth, Annie, Cane Basket Work. London, L. U. Gill, 1901; New York; 
Scribners; $0.50. 

Goddard, P. E., Life and Culture of the Hupa. University of California 
Publications, Vol. I, No. I, 1903-04. 

Guthrie, J. W., Indian Basketry as Decoration. Harper's Bazaar, 35:468-71, 
Sept., '01. 

Hasluck, Paul N., Basket IVork of .III Kinds. London, Cassell, 1902, $0.50. 

Haywood, Emma, Raffia Baskets. Harper's Bazaar, 39:874-5, Sept., '05. 

Henderson, M. E., Ancient Art Modernized. Canad. M., 28:421-6, March, 
1907. 

Holton & Rollins, Industrial Work for Public Schools. Rand, McNally & 
Co., Chicago, $1.00. 

James, George Wharton, Indian Basketry, and IIo^v to Make Indian and 
Other Basketry. New York, Henry Malkan, 1902, $2.50. 

Indian Basketry. Outing, 38-177-86, May, '01. 

IIo^i■ to Make Indian and Other Baskets. New York, H. Malkan, 

$1.00. 

Indian Basketry in House Decoration.. Chautauquan, 33:619-24, 

Sept., '01. 

Indian Basketry — Its Poetry and Syinbolisin. N. E. A., Journal of 

Proceedings and Addresses, 1903, pp. 644, 5. 

American Indian Basket Work. International Studio, 20:144-46, 

Aug., '03. Outing, 38:177-86, May, '01. 

The Indians of the Painted Desert Region. Boston, Little, Brown 

k Co. 

Johnson, Eleanor H., Basketry in Mexico. Outing, 54:214-20, Nov., '08. 
Kissel, Mary Lois, System of Basketry Technic. Science, 30:932-34, Dec. 24, 
'09. 

African Basket If'eavers. Science, n. s., 25:828, May 24, '07. 

Knapp, Elizabeth Sanborn, Raphia and Reed Weaving. Springfield, Mass., 

Milton Bradley, 1901, $0.50. 

Kroeber, Alfred Louis, Basket Designs of the Indians of North-western Cali- 
fornia. Berkeley, University Press, 1905. University of California publications 
in American archeology and ethnology. 

Ethnography of the Cahuilla Indians. University of California Pub- 
lications, Vol. VIII, No. II, 1908. 

Latter, Lucy R., Cane Weaving for Children. New York, Pitman and Sons, 
1900. 



lilHUUGRAPHY 43 

MacDowell, L. W., Alaskan Indian Basketry. Alaskan Steamship Co., Seat- 
tle, 1906. 

Mason, Otis T., Basket Jf'ork of the North American Aborigines. Wasli- 
ington, Smithsonian Institute, 1883, 1884, 1890. 

Types of A tnerican Indian Basketry. Scientific American, 83:57-5S, 

July 2%, '00. 

Malay and Fillipino Basketry. Science, n. s., 24:779-80, Dec. 14, 

'06. 

Directions for Collectors of .American Basketry. Bulletin, American 

Museum of Natural History, No. XXXIX, Part P. 

Indian Basketry Studies in a Textile Art irithoiit Machinery. 

New \'ork, Doubleday, Page k Co., 1904, 2 vols. 

Adjustable Burden Baskets. Science, n. s., 27:350-51, Feb. 2^, '08. 

Anyani Gila {Mad Ifeave) : ./ Malaysian Type of Basket Jf'ork, U. S. 

National Museum, 1909. 

Mechlin, L., Primitive .^rts and Crafts Illustrated in the National Museum 
Collection. International Studio, 35: sup. 61-63, Aug., '08. 

Morse, Mrs. T. Vernette, Basket Making. Chicago, Art Craft Instiute, '02. 
Navajo School of Indian Basketry, Indian Basket Ji'ea-ving. Los Angeles, Whed- 

on & Spreng, 1903. 

Newton, B. E., Some Pretty May Baskets. Ladies' Home Journal, 27:73, 
May, '10. 

Fasch, Katharine, Basketry and JTeai'ing in the School. Chicago, A. Flana- 
gan, 1904, $0.25. 

Pepper, George H., The .-Indent Basket Makers of Southeastern Utah. Bulletin 
American Museum of Natural History, suppl., Vol. II, No. IV, April, 1902. 

Prudden, T. M., The Basket Makers. Harper's, 95 :56. 

Purdy, Carl, Poma Indian Baskets and Their Makers. Los Angeles, 1902. 

Riley, Mary L., Basketry Among the Indians. Era, 12:391-403, Nov. '03. 

Roth, Walter E., String and Other Forms of Strand: Basketry-, JToven Bag-, 
and Net-Work. Queensland, Home Secretary's Dept., Bulletin No. 1. 

Sanford, Frank G., Art Crafts for Beginners. Contains chapter on "Bas- 
ketry," 1904, $1.00. 

Seegmiller, Wilhelmina, Clever Basketry for Summer JTork. Ladies' Home 
Journal, 22:29, Aug., '05. 

Shults, Mary A., Reed and Raffia Construction Jf'ork in Primary Schools. 
American Kindergarten Supply House, 1904. 

Stearns, Martha W., A School Jf'ithout Books. Review & Herald Pub. Co., 
Battle Creek, Mich. 

Stickley, Gustav, ff'illoiv Baskets That Shove the True Spirit of Handicraft. 
Craftsman, 18:262, May, '10. 

Swannell, M., Coiled Basketry. London, G. Phillip & Son, 1909, $1.00. 

Tinsley, Mrs. Laura Rollins, Practical and .Jrtistic Basketry. New York, 
Kellogg, 1904, $1.00. 

Turner, Luther \V., The Basket Maker. Worcester, Mass., Davis Press, 
1909, $1.00. 



44 INEXPENSIVE BASKETRY 

Walker, Louise, Varied Occupations in IVeaving. New York, MacMillan, 
1895, $1.00. 

Walter, M. Louise, Lesson in Basket-Making. Ladies' Home Journal, 20:25, 
Aug., '03. 

White, Mary-, Honv to Make Baskets. New York, Doubleday, Page & Co., 
1901, $1.00. 

More Baskets and Hoiv to Make Them. New York, Doubledav, 

Page & Co., 1903, $1.00. 

Basket-Making at Home. London, C. A. Pearson, 1903, $0.50. 

Wooden and Willow Ware Trade Review. Devoted to wodenware, wood- 
working, rattan, reed and willow-ware, baskets, brooms and broom-corn, etc. 
New York, Cordage Trade Journal, semi-monthly. 

Woods, L. B. S., Hoiv Indian Baskets are Made. Delineator, 63 :1050-52, 
Feb., '04. 

Worst, Edward F., (assisted by Harriette Barber and Marian Seymour). 
Constructive JVork: Its Relation to Number, Literature, History, and Nature 
ITork. Chicago, A. W. Mumford, 1905, $1.00. 



MANUAL TRAINING REPRINTS 

The persistent demand for certain numbers of the Manual Training 
Magazine has made it evident to the publishers that some of the articles in 
these numbers ought to be reprinted and sold at such a price as will enable 
teachers to purchase them in quantities for use in their classes. Moreover, it 
is believed that from time to time in the future, the Magazine will publish 
articles which, owing to their special value, ought to be reprinted soon after 
they appear in the Magazine. 

To supply this evident need the Manual Training Reprints are being issued 
at irregular intervals. Two series of these reprints have been planned, .is 
follows: 

Series A. — Illustrated articles of special practical value for class use. 

Series B. — Discussions having special, permanent value, or such as supply 
needed data to directors of manual training and to students preparing tn 
become teachers. 

REPRINTS NOW READY FOR DISTRIBUTION. 
SERIES A. 

No. 1. The Construction and Flying of Kites. By C. M. Miller, Assisiant 
Supervisor of Manual Training, Los Angeles, California. Price 20 cents. 

No. 2. Coping Saw Work. By Ben W. Johnson, Supervisor of Manual 
Training, Seattle, Washington. Price 20 cents. 

No. 3. Selected Shop Problems. By George A. Seaton, Director of Maiuiai 
Training, Shaw High School, Cleveland, Ohio. Price 20 cents. 

No. 4. Inexpensive Basketry. By William S. Marten, Department of 
Manual Arts, High School, San Jose, California. Price 25 cents. 



45 



Books on the Manual Arts 



CLAY WORK. By Katherine M. Lester. 

This book was written by a grade teacher and art worker to help teachers 
in acquiring the technique of clay working, and to give them suggestions con- 
cerning the teaching of the several types of clay work suited to pupils in the 
elementary schools. It covers the study of natural forms, the human figure in 
relief, and the round, animal forms, story illustration, architectural ornament, 
tiles, hand-built pottery, and pottery decoration. The book is richly illustrated 
with more than fifty half-tone and line cuts showing processes, designs, and the 
work of children from ten to twelve years of age. Price, $i.oo. 

HANDICRAFT FOR GIRLS. By Idabelle McGlauflin. 

A handbook for teachers, detailing a five-years" course in sewing for girls in 
the public schools. Chapters on stitches, fibers and fabrics, cloth and cardboard 
construction, basketry, dress in its relation to art, and home furnishings. It is 
definite enough to be thoroly practical and elastic enough to suit the varied 
conditions in rural, village or city schools. Price, $i.oo. 

COPING SAW WORK. By Ben. W. Johnson 

Contains working drawings and suggestions for teaching a course of work in 
thin wood that is full of fun for the children, and affords ample means for 
training in form study, construction, invention and careful work. Has been called 
"applied mechanics for the fourth grade". Price, 20 cents. 

SELECTED SHOP PROBLEMS. By George A. Seaton. 

A collection of sixteen problems in woodworking made to meet the needs of 
busy teachers of manual training. Each problem has been put to the test and 
has proven satisfactory to the teacher who designed it and to the pupil who 
made it. Price, 20 cent.^. 

MANUAL TRAINING TOYS. By Harris W. Moore. 

-\ popular boys' book that is truly educational. Tlie book contains 11 1 pages 
and thirty-five full-page plates of working drawings illustrating 42 projects. All 
of the projects are overflowing with "boy" interest, are well adapted to the 
upper grades of the elementary school and are new in the manual training shop. 
The text treats of tools and tool processes and gives instructions for making 
each project. Price, $1.00. 

THE CONSTRUCTION AND FLYING OF KITES. 
By Charles M. Miller. 

This book contains seven full-page plates of drawings of kites and fifteen 
figures — over forty kites shown. It gives the details of construction and describes 
a kite tournament. Full of interesting suggestions. Price, 20 cents. 

BEGINNING WOODWORK, At Home and in School. 
By Clinton S. Van Deusen. 

A full and clear description in detail of the fundamental processes of elementary 
benchwork in wood. This description is given through directions for making a 
few simple, useflil articles, suitable either for school or home problems. The 
book contains more than one hundred original sketches and ten working drawings. 
Price, $1.00. 

"Books on the Manual Arts", a descriptive catalog listing and describing all the 
standard books, and the best of tlie recent publications, free on request. 

The Manual Arts Press, Peoria, 111. 



AUG 16 19J3 



